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It is a non-compulsory qualification taken by students in England , Wales , and Northern Ireland . In Scotland , students usually take Higher s and Advanced Higher s of the Scottish Qualifications Certificate . However, schools may choose to offer the A-level as an alternative. A-levels are also taken in some , Malawi , Malta , Zambia , South Africa and the former British West Indies . In India , the same system is followed, though the names of the exams are different. Due to respective changes in the systems, these examinations differ both in terms of content and style from the A-levels taken in the United Kingdom but the standard remains relatively the same. Nevertheless, the British GCE A-levels are taken all around the world, as many International School s choose to use the British system as the examinations are widely recognised. Furthermore, students may choose to sit the papers of British examination bodies at education centres such as British Councils around the world. OVERVIEW AND HISTORY A-levels were first introduced in 1951," Education and Skills - Third Report ", House of Commons, 26 March 2003. URL accessed on 12 June 2006. replacing the previous award, the 2003 . URL accessed on 12 June 2006 . The former is generally taken in Year 12 (Year 13 in Northern Ireland) also known as "lower sixth" and the latter is generally taken in Year 13 (Year 14 in Northern Ireland) which is also known as "upper sixth". Satisfactory achievement in AS and A2 modules results in the award of an A-level qualification. It is possible to sit only AS modules in which case only an AS-level qualification would be gained, this is given half the number of points of a full A-level on the UCAS tariff points system. Advanced Subsidiary levels, although replacing and sharing the same abbreviation as the previous Advanced Supplementary levels, are not the same. The current AS-levels are still worth half of a full A-level, but, contrary to the old AS-levels, cover the same amount of topics but in less depth. The old AS-levels were also not a prerequisite for the corresponding A-level and were examined separately (as the modular system didn't exist at the time). AS and A-levels are the second most commonly accepted educational award today after GCSEs. While A-levels are a qualification in their own right, they are often the prerequisite for university-level study as well," Education and Skills - Third Report ", House of Commons, 26 March 2003 . URL accessed on 12 June 2006 . making them a De Facto university entrance examination, though some universities also require applicants to take separate entrance examinations and the International Baccalaureate and European Baccalaureate are also accepted. Universities in the United Kingdom frequently demand that applicants achieve a minimum set of grades in A-level examinations, or the equivalent in other examination systems, before accepting them. While the government has rejected plans to introduce an English Baccalaureate modelled on the International Baccalaureate, at the time of writing (August 2005), the government is still re-examining the existing structure and may recommend changes. GRADES AND GRADING HISTORY Originally, A-levels only distinguished between a pass and a fail, although fails were divided into two types: one meaning that the student had failed a subject at A-level but passed at the , the O-level pass was dropped, replaced by a grade N, standing for "Near miss", which was a much narrower denotation for candidates who failed to achieve the minimum standard for an A-level pass by only a few marks. The grade F was also replaced by a grade U. With the increase in the modular structure of the A-level examinations, the retention of the grade N was considered unnecessary as there was far more information to indicate how close a candidate was towards achieving a pass based on the modules taken. Therefore, with the introduction of the new revised A-levels in 2001 under Curriculum 2000, the grade N was finally dropped. In the current system, A-levels are graded from A to '''E''', along with a fail grade, '''U''' (Unclassified or Ungraded)., Qualifications and Curriculum Authority, 2005. URL accessed on 11 June 2006. The raw mark in papers are converted to points on a Uniform Mark Scale (UMS), so that every A-level is out of 600 UMS points, and every AS-level is out of 300. Each grade requires a specific percentage of the UMS points available: DEMOGRAPHICS In the UK, A-level results have risen for 25 years in a row, with a 2005 pass rate (A–E) of 96.2%." 'Modest' rise in A-level passes ", BBC News, 18 August 2005. URL accessed on 11 June 2006. For the June 2005 series, a total of 783,878 (554,594 male, 229,284 female) candidates received their full A-level results; Education , Times Online. URL accessed on 11 June 2006. for the AS-level, it was 1,079,566 (492,248 male, 587,318 female)." AS-level results by subject 2005 ", EducationGuardian.co.uk. URL accessed on 11 June 2006. 22.8% of A-level final results were graded A; 23.8%, B; 23.3%, C; 17.2%, D; 9.1%, E; and 3.8% were not graded (U)." All Subjects A-level grades, 2005 ", BBC News. URL accessed on 11 June 2006. The most popular subject, from most A-levels achieved to least, were: English (all combined) (85,858: 11%), General Studies (59,403: 7.6%), Biology (53,968: 6.9%), Mathematics (52,897: 6.7%), Psychology (50,035: 6.4%). Further Mathematics was the subject with most A grades as a percentage, 58%." Mathematics (Further) A-level grades, 2005 ", BBC News. URL accessed on 11 June 2006. In general, languages, science and mathematics subjects tended to yield the highest proportion of A grades. Over the last few years, languages and sciences have declined relative to other subjects such as Psychology and Media Studies." Media Studies overtakes physics ", BBC News, 18 August 2005. URL accessed on 11 June 2006. Full A-level grades are higher than AS-level grades;" A-levels 'are not meaningless' ", BBC News, 15 August 2003. URL accessed on 12 June 2006. for example, 22.8% of A-level grades are graded A compared to 17.9% at AS-level." A-level results by subject 2005 ", EducationGuardian.co.uk. URL accessed on 11 June 2006.. Research from Durham University found A-levels were graded "more severely" in mathematics, sciences and modern languages than in humanities and arts." Call to consider 'easy A-levels' ", BBC News, 4 September 2004. URL accessed on 12 June 2006. Researchers called for applicants' results to be "weighed" when being offered places. Dr. Robert Coe, director of the educational evaluation group at Durham's curriculum, management and evaluation centre, said: "It is perfectly clear from our research that two A-levels are not equal, with some more severely graded than others. Dr. Coe and Prof. Peter Tymms's study found that students with a grade B at GCSE in History, Economics, Geography, English Language and Literature, Sociology and Business Studies went on to score a grade C on average in those subjects at A-level. But those with a grade B at GCSE in Maths, Computing, German, French, Chemistry, Physics and Biology were more likely to score a grade D at A-level. Dr. Coe said students avoid hard subjects at A-level in favour of ones where they had more chance of getting top grades. STUDYING A-LEVELS The number of A-level exams taken by students can vary, though generally not in the State Sector in which around 90% of students are educated. A typical route is to study four subjects at AS-level and then drop down to three at A2 level, although some students continue with their fourth subject. Three is usually the minimum number of A-levels required for university entrance, with some universities specifying the need for a fourth AS subject. There is no limit on the number of A-levels one can study, some students do obtain five or more A-levels. It is permissible to take A-levels in languages one already speaks fluently, or courses with overlapping content. General Studies and Critical Thinking , which require a grasp of basic political ideas and current affairs in order to write essays rather than specific learning, sometimes augment a student's batch of qualifications. While many universities do not consider an A-level in General Studies to be a stand-alone subject (and thus is not accepted as part of an offer), it may affect the offer which a student receives. For example, a student of Mathematics, Physics and Computing might receive an offer of B-B-C for a Physics degree, whereas one also taking General Studies might receive B-C-C. Unlike A-level General Studies, Critical Thinking, which aims to improve student's analytical skills, has generally received a more positive reception from universities. Often it is given a UCAS tariff score unlike General Studies and some University admissions tutors see it is an advantage when applying for competitive courses. {Link without Title} Compared with the curricula of high schools in the ), in many cases students choose three closely-linked subjects, for instance, Mathematics, Physics and Chemistry or Sociology, Psychology and Politics. This is in part due to university entrance requirements, which, for degree programs such as medicine, may require three related A-level subjects. Thus, while the purpose of Curriculum 2000 was to encourage students to undertake contrasting subjects, to broaden their 'skill-base', there is a tendency to pursue similar disciplines. However, others disagree, arguing that the additional AS-level(s) studied would already have provided more breadth compared with the old system.The A-levels' breadth also pale in comparison to the International Baccalaureate , which examines in six subjects, or the European Baccalaureate , which examines in at least 10 subjects. Curriculum 2000 See Also: Curriculum 2000 Following the introduction of Curriculum 2000 in September 2000 (with the first AS-level examinations held in Summer 2001 and A2 examinations the following year), an A-level now consists of six modules studied over two years. Normally, three modules are assessed at the end of the first year, and make up a stand-alone qualification called the "AS-level" (or Advanced Subsidiary level, not to be confused with an older AS-level, the Advanced Supplementary level). Another three modules are assessed at the end of the second year, which make up the "A2". A2 modules do not form a qualification in their own right; the satisfactory completion of the AS and A2 modules in the same subject is required to constitute a complete A-level. Modules are assessed by exam papers marked by national organisations and internally-assessed Coursework . The introduction of the new GCE Applied A-level suite, taken from the old VCE A-levels, generally have a more vocational twist to them. For example, the new GCE A-level in Applied Business combines the traditional theory based subject 'Business Studies' (which can be studied as an A-level itself) and adds a more practical and hands-on approach to it. In this case, for the mandatory modules in the AS year, the candidate is expected to create a simulated Marketing Proposal (module 1) and Recruitment and motivational package (module 2) as opposed to just studying the processes. This essentially asks the candidate to show a more thorough insight by actually applying the theory. Given that many universities have shown a dislike to vocational subjects as opposed to the traditional ones, their reaction to the new applied suite remains to be seen. However, considering the subject is now much broader and more 'student-friendly' it is hoped that universities will see that this subject is no less than the traditional Business Studies given that the traditional aspect of the subject is not fully lost. The new GCE Applied A-levels are available in: Art and Design; ICT; Business and Science. EXAMINATION BOARDS A-level examinations are administered through a series of Examination Board s. These were originally based on the major UK universities but have over the last 50 years merged into five very large organisations, the AQA , OCR , Edexcel , the WJEC and the CCEA . Some of these boards also offer A-levels to international students. In the UK it is customary for schools to register with multiple examination boards and to 'mix and match' A-levels to get a combined curriculum that fits the school profile. Schools outside the UK are often unaware that registration with one examination board generally makes registration with them all a 'pro forma' exercise, all A-levels in the British system, being considered exactly equivalent. A-LEVELS IN BRITISH UNIVERSITY ADMISSIONS Because A-level students often apply to universities before they have taken their final exams, British universities (including Scottish universities, which receive many applicants taking A-levels) consider predicted A-level results when deciding whether applicants should be offered places. The predictions are made by students' teachers and can be unreliable. Thus, the acceptance of a student onto a course will normally be conditional on him or her ''actually'' achieving a minimum set of grades (for example, conditional offer of three A-levels at grades B-B-C). Universities may specify which subjects they wish these grades to be in (for example, conditional offer of grades A-A-B with a grade A in Mathematics). A-level grades are also sometimes converted into numerical scores, notably through the UCAS university admission system." The UCAS Tariff ", UCAS. URL accessed on 5 June 2006. For example, under the UCAS system, an A grade at A-level is worth 120 points, while a B is worth 100, a C is worth 80, and a D is 60, and so on; so a university may instead demand that an applicant achieve 280 points, instead of the equivalent offer of B-B-C. This allows greater flexibility to students, as 280 points could also, for example, be achieved through the combination A-B-D, which would not have met the requirements of a B-B-C offer because of the D grade. The points system also allows for non-academic input, such as higher level music grades or a Key Skills course. CRITICISMS AND REFORM In the UK, the average grades achieved by A-level candidates have been steadily rising for 25 years in a row.http://news.bbc.co.uk/2/hi/uk_news/education/6949084.stm The government and teaching bodies maintain that the improved grades represent higher levels of achievement due to improved and more experienced teaching methods," Education and Skills - Third Report ", House of Commons, 26 March 2003. URL accessed on 12 June 2006." Minister attacks A-level critics ", BBC News, 17 August 2004. URL accessed on 5 June 2006. but many educationalists and elements of the popular press argue that the change is due to of changing a subject's syllabus is very high, they are reluctant to do so, leading to a lengthy period over which exam questions will inevitably be very similar and so teaching towards their likely content will be more successful. Yet another view is that, because of the new changes introduced in Curriculum 2000, where students are examined in both years of sixth form, less academically able students drop subjects they find difficult resulting in better candidate self-selection and enabling students achieving less than desired grades to retake specific modules. The ability of unlimited resits, with the best mark going through, has improved results." A-level variations 'nothing untoward' ", BBC News, 23 December 2002. URL accessed on 5 June 2006. According to some, students selecting "easier" subjects instead of "harder" ones have also contributed to this rise." A-level pupils urged to spurn 'soft' subjects ", EducationGuardian.co.uk, 12 August 2005. URL accessed on 11 June 2006." Media Studies. Discuss ", BBC News, 18 August 2005. URL accessed on 11 June 2006." Pupils favouring 'easier' A-level subjects ", EducationGuardian.co.uk, 10 February 2006. URL accessed on 11 June 2006. Universities in Britain have constantly complained that the increasing number of ''A'' grades awarded makes it hard to distinguish between students at the upper end of the ability spectrum." Call for 'more rigorous' A-levels ", BBC News, 3 June 2004. URL accessed on 5 June 2006. The ''C'' grade was originally intended to represent the average ability, and students typically required 60% or higher across all assessments to attain it; however, the average result is now at the lower end of the ''B'' grade, rendering this measure almost meaningless. Thus, many universities now have their own entrance tests such as the s, a top-up qualification that tests the most-able students some of the harder content in their A-level courses. More universities have wanted to see applicants' individual module results to see how comfortably they have achieved their result." Universities to see breakdowns of A-level results ", EducationGuardian.co.uk, 10 August 2005. URL accessed on 11 June 2006. There are fears that the A-level may not offer an accurate test of ability," A-levels 'poor test of ability' ", BBC News, 13 August 2002. URL accessed on 5 June 2006. nor will it be a good prediction of future academic success." Education and Skills - Third Report ", House of Commons, 26 March 2003. URL accessed on 12 June 2006. Concern over A-level grading became national news in September 2002. The Observer newspaper ran a story making claims that A-level results had been fixed. It was alleged that students had been given lower marks than they deserved in order to fix overall results, making the pass rate seem lower than it really should have been and so disproving that A-levels were becoming too easy. This resulted in the Tomlinson Inquiry. As a result, some papers were re-marked but only 1,220 A-level and 733 AS-level students saw an improvement to their results." {Link without Title} " BBC News, 'Timeline: A-level Grading Row', 31 October 2002. URL accessed 5 January 2007.
The September 2004 reformation of the Mathematics syllabus, following calls that it was too hard," AS-level maths syllabus revised ", BBC News, 11 October 2002. URL accessed on 12 June 2006. has attracted criticism for allegedly being made easier." Maths A-level revival plan approved ", BBC News, 6 August 2003. URL accessed on 12 June 2006. In the change, content consisting of three modules (Pure 1-3) were spread to four modules (Core 1-4). It is alleged that this makes the course easier as students do less work for the same qualifications. Further reforms to make the Mathematics syllabus more popular have been met with mixed opinions." 'Split' over A-level maths reform ", BBC News, 5 February 2006. URL accessed on 12 June 2006. Supporters cite it will reverse the downward trend in students taking the subject whilst others are concerned that the subject is being "dumbed down". Following criticisms from many groups, from September 2008 onwards, candidates will take four papers for most A-levels, instead of the current six." Exam watchdog unveils plans for A-level reform ", EducationGuardian.co.uk, 29 March 2006. URL accessed on 11 June 2006. A possible reformation would be something called the post-qualifications applications system (PQA), where applicants apply to university after they receive their results." Plans to change university entry ", BBC News, 22 May 2006. It has been argued that this would be fairer to applicants, especially those from lower-income families whose results were thought to be under-predicted. However, a more recent UCAS report shows that although the reliability of predicted grades declines in step with family income, in general this leads to an over-prediction effect for lower income groups. Moreover, even though just 45% of predicted grades are accurate - 47% being over-predictions, 9% under-predictions — UCAS found "only weak and negative evidence of a systematic relationship between an individual's chances of being accepted at a Higher Education Institution and their examination grades being over predicted"." Estimating the Reliability of Predicted Grades ", University and Colleges Admission Service (UCAS). URL accessed on 17 July 2007. Education ministers have said that PQA will be implemented by 2012. 2006 . URL accessed on 29th May 2007 They are considering moving to a new exam (to be called Pre-U ) being developed by private schools in conjunction with Cambridge University 's exam board. As a result of dislike of the modular system, many schools now offer the alternative " International Baccalaureate " qualification. The course offers more subjects, extra-curricular activity, a philosophical epistemological component known as "Theory of Knowledge", as well as the requirement of an extended essay on any subject of a candidate's choice. Unlike the current AS/A2 system, the International Baccalaureate is not based on a modular system. Former British Prime Minister Tony Blair recently suggested that one state school in every county should offer the Baccalaureate as an alternative to A-levels. SEE ALSO
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